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Abstract(s)
O avanço rĂĄpido das tecnologias, sobretudo nas Ășltimas dĂ©cadas, tem introduzido transformaçÔes cĂ©leres na economia, na polĂtica, na sociedade, mas tambĂ©m no modo como as pessoas interagem, acedem Ă informação e constroem conhecimento ou desenvolvem competĂȘncias. Estas mudanças afetam inevitavelmente os espaços educativos e todos os que neles se movem: direçÔes, professores, alunos e comunidade educativa, em geral. Os professores, para desempenharem cabalmente a sua função, precisam de assegurar o seu desenvolvimento profissional. Para tal, contam com entidades, como os CFAE, cuja função primordial Ă© garantir o apoio de que precisam para enfrentarem os desafios com que se deparam todos os dias nas escolas, promovendo a sua formação contĂnua em estreita articulação com os projetos educativos dos agrupamentos de escolas, nomeadamente no tocante Ă s competĂȘncias digitais, imprescindĂveis na sociedade da informação, em que tudo Ă© volĂșvel, incerto, complexo e ambĂguo. O papel destas entidades tem-se vindo a alterar, em consequĂȘncia da evolução da formação contĂnua em Portugal, desde a sua formalização em 1992; passando pela criação do CCFFC, em 1995; ultrapassando o perĂodo de ausĂȘncia de financiamento; constituiu-se, mais recentemente, como requisito para a progressĂŁo na carreira, em estreita conexĂŁo com os projetos das escolas e as polĂticas educativas nacionais, atravĂ©s dos CFAE. O objetivo primordial do nosso estudo foi analisar o contributo do CFAE Bragança Norte para o desenvolvimento de competĂȘncias digitais dos docentes, em sintonia com as polĂticas internacionais e nacionais nesta ĂĄrea. Neste sentido, adotou-se a metodologia do estudo de caso descritivo-instrumental, recolhendo-se, num primeiro momento informação teĂłrica de suporte ao desenvolvimento da investigação. Num segundo momento, a informação foi coligida atravĂ©s de tĂ©cnicas diversificadas (inquĂ©rito, observação e anĂĄlise de conteĂșdo) e de instrumentos variados. Esta informação, relativa aos anos de 2009 atĂ© 2022, foi tratada quantitativa e qualitativamente, de modo a responder aos objetivos especĂficos delineados para a investigação. Os resultados permitiram concluir que o CFAEBN tem garantido cerca de um terço do volume de horas e de açÔes de formação contĂnua na ĂĄrea das competĂȘncias digitais, tem procurado oferecer formaçÔes em diversas modalidades, mas com uma tendĂȘncia para um investimento maior em oficinas de formação. Por outro lado, inicialmente as formaçÔes incidiram sobre a literacia digital, mas progressivamente tem-se promovido a integração digital e, atualmente, serĂĄ a criação de recursos a ĂĄrea a requerer maior investimento. O PTE, o CRIE e, sobretudo o PTD, a decorrer hĂĄ jĂĄ dois anos, foram as iniciativas que mais concorreram para o desenvolvimento de competĂȘncias digitais dos docentes e para a certificação neste Ăąmbito. As transformaçÔes nas prĂĄticas dos docentes, que decorrem do investimento na ĂĄrea digital, revelam-se um campo de maiores incertezas, havendo necessidade de se investigar o impacto efetivo nas salas de aula da formação contĂnua que os docentes realizam, com recurso a instrumentos e tĂ©cnicas de investigação diferentes das utilizadas. O CFAEBN atravessa agora novos desafios, no sentido de promover verdadeiras comunidades de aprendizagem e de prĂĄtica.
The rapid advance of technologies, especially in recent decades, has introduced rapid transformations in the economy, politics, society, but also in the way people interact, have access to information and build knowledge or develop skills. These changes inevitably affect educational spaces and everyone who moves in them: directors, teachers, students and the educational community in general. Teachers, to fully perform their role, need to ensure their professional development. To this end, they rely on entities, such as the CFAE, whose primary function is to guarantee the support they need to face the challenges they face every day in schools, promoting their continuous training in close articulation with the educational projects of school groups, namely regarding digital skills, essential in the information society, where everything is fickle, uncertain, complex and ambiguous. The role of these entities has been changing, as a result of the evolution of continuous training in Portugal, since its formalization in 1992; passing through the creation of the CCFFC, in 1995; overcoming the period of no funding; more recently, it has become a requirement for career progression, in close connection with school projects and national educational policies, through the CFAE. The main objective of our study was to analyze the contribution of CFAE Bragança Norte to the development of digital skills of teachers, in line with international and national policies in this area. In this sense, the methodology of the descriptive-instrumental case study was adopted, collecting, at first, theoretical information to support the development of the investigation. In a second moment, the information was collected through diversified techniques (survey, observation and content analysis) and various instruments. This information, from 2009 to 2022, was treated quantitatively and qualitatively, in order to respond to the specific objectives outlined for the investigation. The results showed that the CFAE BN has guaranteed about a third of the volume of hours and continuous training actions in the area of digital skills, it has sought to offer training in different modalities, but with a tendency to invest more in training workshops. On the other hand, initially the training focused on digital literacy, but digital integration has been progressively promoted and, currently, the creation of resources will be the area that requires greater investment. The PTE, CRIE and, above all, the PTD, which has been running for two years, were the initiatives that most contributed to the development of digital skills for teachers and certification in this area. The changes in teachers' practices, which result from investment in the digital area, reveal themselves to be a field of greater uncertainties, with the need to investigate the effective impact on classrooms of the continuous training that teachers carry out, using instruments and techniques of research different from those used. The CFAEBN is now facing new challenges, in the sense of promoting true communities of learning and practice.
The rapid advance of technologies, especially in recent decades, has introduced rapid transformations in the economy, politics, society, but also in the way people interact, have access to information and build knowledge or develop skills. These changes inevitably affect educational spaces and everyone who moves in them: directors, teachers, students and the educational community in general. Teachers, to fully perform their role, need to ensure their professional development. To this end, they rely on entities, such as the CFAE, whose primary function is to guarantee the support they need to face the challenges they face every day in schools, promoting their continuous training in close articulation with the educational projects of school groups, namely regarding digital skills, essential in the information society, where everything is fickle, uncertain, complex and ambiguous. The role of these entities has been changing, as a result of the evolution of continuous training in Portugal, since its formalization in 1992; passing through the creation of the CCFFC, in 1995; overcoming the period of no funding; more recently, it has become a requirement for career progression, in close connection with school projects and national educational policies, through the CFAE. The main objective of our study was to analyze the contribution of CFAE Bragança Norte to the development of digital skills of teachers, in line with international and national policies in this area. In this sense, the methodology of the descriptive-instrumental case study was adopted, collecting, at first, theoretical information to support the development of the investigation. In a second moment, the information was collected through diversified techniques (survey, observation and content analysis) and various instruments. This information, from 2009 to 2022, was treated quantitatively and qualitatively, in order to respond to the specific objectives outlined for the investigation. The results showed that the CFAE BN has guaranteed about a third of the volume of hours and continuous training actions in the area of digital skills, it has sought to offer training in different modalities, but with a tendency to invest more in training workshops. On the other hand, initially the training focused on digital literacy, but digital integration has been progressively promoted and, currently, the creation of resources will be the area that requires greater investment. The PTE, CRIE and, above all, the PTD, which has been running for two years, were the initiatives that most contributed to the development of digital skills for teachers and certification in this area. The changes in teachers' practices, which result from investment in the digital area, reveal themselves to be a field of greater uncertainties, with the need to investigate the effective impact on classrooms of the continuous training that teachers carry out, using instruments and techniques of research different from those used. The CFAEBN is now facing new challenges, in the sense of promoting true communities of learning and practice.